English language assessments are important because
they do the following:
- Screen and identify students who need English language instruction
- Establish appropriate placement for level of instruction
- Reclassify students to move to a different level or exit the English learner program
- Monitor English language development
- Provide information on program evaluation
- Establish instructional and student accountability (O’Malley and Valdez Pierce, 1996)
This information is certainly useful for a district
to maintain and may be required by state law. The results of these standardized
tests provide an indirect measure of your students’ English language ability because
it is removed from actual tasks a student does in the classroom.
Classroom teachers don’t usually find these indirect
measures so useful for instructional purposes in the classroom. First, you may
receive this information briefly reported by a phrase or a number such as
“early advanced fluency” or “Level 2” depending, of course, on the test that’s
used and its rating scale. This may not help you understand exactly what level
of academic performance you should expect from your student. Second, there may
be a lapse of time from the point that the test was administered to the time
you receive the results. The results of the test are a snapshot in time
reported to you after the student has already made some progress in your
classroom. The results may not adequately capture your student’s current level
of English language development.
What can help you a great deal as a teacher of English learners
are direct measures that you can obtain
yourself from your own classroom-based assessments. These help you answer two
important questions: (1) What level of performance on academic
tasks should I expect of my English learners? and (2) What support do my
students need to help them learn and perform well on academic tasks?
Furthermore, informal and direct measures can help you answer
another question: How is my student’s English language development progressing?
Diagnostic assessment, as the term indicates, is a diagnosis
of areas of need. It helps you select the types of support your students will
specifically need with listening, speaking, reading, and writing to help them
achieve both academically and to improve their English language abilities. This
support will also help them improve future performance. Teachers of English
learners find direct measures the most helpful. These include classroom- based
measures of student performance, such as writing samples, projects,
student-made exhibits, and other activities that students engage in as a part
of regular classroom activities. Assessing this kind of student performance
gives teachers direct classroom-based feedback.
In the next postings we’re going to provide you with some
classroom-based assessments that you can use to give yourself direct measures.
You can use these for diagnostic purposes, for academic assessment, and for
helping to track your students’ language development throughout the school
year.
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